TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach
GOAL:To introduce students to critical-reading and critical-thinking skills, and their application to listening and reading and speaking and writing Lesson Title: Introduction to critical analysis skills Related Lessons: Lesson plan B and Lesson plan C Unit: Critical Analysis Skills for College Grade: 12
Standard Area: Language Arts
Standard 1: Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. ISTE NETS-S
x Creativity and innovation x Communication and collaboration x Research and information fluency
x Critical thinking, problem-solving, & decision-making x Digital citizenship x Technology operations and concepts
COMPETENCIES
LEARNING OUTCOMES
STUDENTS WILL BE ABLE TO...
Listening and reading skills and knowledge
…listen and read to acquire information and understand it, collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge from oral, written, and electronic sources.
…speak and write to acquire and transmit information requires asking probing and clarifying questions, interpret information in their own words, apply information from one context to another, and present the information and interpretation clearly, concisely, and comprehensibly.
...work in groups to discuss the pros and cons of a controversial issue.
...list pros and cons of a controversial issue.
...discuss the pros and cons of a controversial issue to the rest of the class.
ACTION
PREPARATION (40 min.)
Research
Have students watch an online video (Monty Python’s “The Argument Clinic”), and then engage in a whole class discussion about the relationship of reasoning skills, or critical analysis, to making effective arguments in speech or writing.
Ask students to complete the Argue, persuade and advise - Activity.
Students will complete the Reading critically form on the Study Guides and Strategies Website to summarize and review the human rights reading assignment.
Learning Activities
Students will form small groups to collaborate on a 250-word statement that reflects the group’s critique of whether the human rights articles used higher-order thinking skills. The draft will be submitted via Google Docs.
EVALUATION (10 min.)
Evaluate student learning by asking thoughtful questions that elicit meaningful student responses.
Notes: Students will be allowed to form their own small groups unless the instructor has a reason to intervene. Students will use their individual school-assigned Docs portfolio and Web 2.0 credentials to participate and perform activities in which these are required.
MONITOR Ongoing assessment(s): Review student work products submitted via Docs. Accommodations and extensions: Allow students to continue to collaborate on and develop work products outside of the class meetings. Email can be used for questions and answers. EVALUATE AND EXTEND Lesson reflections and notes: Provide written and verbal feedback.
Lesson Plan A
TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based ApproachGOAL: To introduce students to critical-reading and critical-thinking skills, and their application to listening and reading and speaking and writing
Lesson Title: Introduction to critical analysis skills
Related Lessons: Lesson plan B and Lesson plan C
Unit: Critical Analysis Skills for College
Grade: 12
Standard Area: Language Arts
Standard 1: Students will read, write, listen, and speak for information and understanding.As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
ISTE NETS-S
x Communication and collaboration
x Research and information fluency
x Digital citizenship
x Technology operations and concepts
…speak and write to acquire and transmit information requires asking probing and clarifying questions, interpret information in their own words, apply information from one context to another, and present the information and interpretation clearly, concisely, and comprehensibly.
...work in groups to discuss the pros and cons of a controversial issue.
...list pros and cons of a controversial issue.
...discuss the pros and cons of a controversial issue to the rest of the class.
Introduce students to the idea of higher-order thinking skills by referral to “Bloom’s Taxonomy Breakdown.” Students will then, download two articles on human rights and read them.
Students will complete the Reading critically form on the Study Guides and Strategies Website to summarize and review the human rights reading assignment.
MONITOR
Ongoing assessment(s): Review student work products submitted via Docs.
Accommodations and extensions: Allow students to continue to collaborate on and develop work products outside of the class meetings. Email can be used for questions and answers.
EVALUATE AND EXTEND
Lesson reflections and notes: Provide written and verbal feedback.